Self-Regulated Learning Strategies and Perceived Effectiveness in Mobile-Assisted Japanese Language Learning
Keywords:
Self-Regulated Learning (SRL), Mobile-Assisted Language Learning (MALL), Japanese language learning, Learner autonomyAbstract
This study investigates the self-regulated learning (SRL) strategies used by university students in mobile-assisted Japanese language learning and explores their perceptions of effectiveness and the challenges they face. Using a mixed-methods approach, data were collected from 42 questionnaire respondents and 10 interview participants at a Thai university. Findings reveal strong engagement with cognitive and motivational strategies, particularly in vocabulary acquisition, where spaced repetition and progress tracking were commonly used. However, participants reported difficulty transferring listening practice to real-world situations and noted challenges in applying metacognitive planning without structured guidance. The study highlights the importance of integrating metacognitive scaffolding into mobile applications and calls for the development of authentic listening content to support skill transfer. These findings offer implications for app design, language pedagogy, and future SRL research in mobile contexts.
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